Gutenberg Open Science: Narratives and their impact on students’ information seeking and critical online reasoning in higher education economics and medicine

Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-5536

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DC Field	Value	Language
dc.contributor.author	Banerjee, Mita	-
dc.contributor.author	Zlatkin-Troitschanskaia, Olga	-
dc.contributor.author	Roeper, Jochen	-
dc.date.accessioned	2021-01-07T10:31:00Z	-
dc.date.available	2021-01-07T10:31:00Z	-
dc.date.issued	2020	-
dc.identifier.uri	https://openscience.ub.uni-mainz.de/handle/20.500.12030/5540	-
dc.description.abstract	The digital and information age has fundamentally transformed the way in which students learn and the study material they have at their disposal, especially in higher education. Students need to possess a number of higher-order cognitive and metacognitive skills, including effective information processing and critical reasoning to be able to navigate the Internet and use online sources, even those found outside of academically curated domains and in the depths of the Internet, and to solve (domain-specific) problems. Linking qualitative and quantitative research and connecting the humanities to empirical educational science studies, this article investigates the role of narratives and their impact on university students’ information seeking and their critical online reasoning (COR). This study focuses on the link between students’ online navigation skills, information seeking behavior and critical reasoning with regard to the specific domains: economics and medicine. For the empirical analysis in this article, we draw on a study that assesses the COR skills of undergraduate students of economics and medicine at two German universities. To measure COR skills, we used five tasks from the computer-based assessment “Critical Online Reasoning Assessment” (CORA), which assesses students’ skills in critically evaluating online sources and reasoning using evidence on contentious issues. The conceptual framework of this study is based on an existing methodology – narrative economics and medicine – and discusses its instructional potential and how it can be used to develop a new tool of “wise interventions” to enhance students’ COR in higher education. Based on qualitative content analyses of the students’ written responses, i.e., short essays, three distinct patterns of information seeking behavior among students have been identified. These three patterns – “Unambiguous Fact-Checking,” “Perspective-Taking Without Fact-Checking,” and “Web Credibility-Evaluating” – differ substantially in their potential connection to underlying narratives of information used by students to solve the CORA tasks. This analysis suggests that training university students in narrative analysis can strongly contribute to enhancing their critical online reasoning.	en_GB
dc.description.sponsorship	DFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainz	de
dc.language.iso	eng	de
dc.rights	CC BY	*
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/	*
dc.subject.ddc	150 Psychologie	de_DE
dc.subject.ddc	150 Psychology	en_GB
dc.subject.ddc	300 Sozialwissenschaften	de_DE
dc.subject.ddc	300 Social sciences	en_GB
dc.subject.ddc	370 Erziehung	de_DE
dc.subject.ddc	370 Education	en_GB
dc.subject.ddc	400 Sprache	de_DE
dc.subject.ddc	400 Language	en_GB
dc.title	Narratives and their impact on students’ information seeking and critical online reasoning in higher education economics and medicine	en_GB
dc.type	Zeitschriftenaufsatz	de
dc.identifier.doi	http://doi.org/10.25358/openscience-5536	-
jgu.type.dinitype	article	en_GB
jgu.type.version	Published version	de
jgu.type.resource	Text	de
jgu.organisation.department	FB 03 Rechts- und Wirtschaftswissenschaften	de
jgu.organisation.department	FB 05 Philosophie und Philologie	de
jgu.organisation.number	2300	-
jgu.organisation.number	7920	-
jgu.organisation.name	Johannes Gutenberg-Universität Mainz	-
jgu.rights.accessrights	openAccess	-
jgu.journal.title	Frontiers in education	de
jgu.journal.volume	5	de
jgu.pages.alternative	570625	de
jgu.publisher.year	2020	-
jgu.publisher.name	Frontiers Media	de
jgu.publisher.place	Lausanne	de
jgu.publisher.uri	https://doi.org/10.3389/feduc.2020.570625	de
jgu.publisher.issn	2504-284X	de
jgu.organisation.place	Mainz	-
jgu.subject.ddccode	150	de
jgu.subject.ddccode	300	de
jgu.subject.ddccode	370	de
jgu.subject.ddccode	400	de
jgu.publisher.doi	10.3389/feduc.2020.570625
jgu.organisation.ror	https://ror.org/023b0x485
Appears in collections:	JGU-Publikationen

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